"This book represents a call to arms, a call for nursing
educators and programs to step up in our preparation of nurses.
This book will incite controversy, wonderful debate, and dialogue
among nurses and others. It is a must-read for every nurse educator
and for every nurse that yearns for nursing to acknowledge and
reach for the real difference that nursing can make in safety and
quality in health care."
—Beverly Malone, chief executive officer, National
League for Nursing

"This book describes specific steps that will enable a new
system to improve both nursing formation and patient care. It
provides a timely and essential element to health care
reform."
—David C. Leach, former executive director,
Accreditation Council for Graduate Medical Education

"The ideas about caregiving developed here make a profoundly
philosophical and intellectually innovative contribution to
medicine as well as all healing professions, and to anyone
concerned with ethics. This groundbreaking work is both
paradigm-shifting and delightful to read."
—Jodi Halpern, author, From Detached Concern to
Empathy: Humanizing Medical Practice

"This book is a landmark work in professional education! It is a
must-read for all practicing and aspiring nurse educators,
administrators, policy makers, and, yes, nursing students."
—Christine A. Tanner, senior editor, Journal of
Nursing Education

"This work has profound implications for nurse executives and
frontline managers."
—Eloise Balasco Cathcart, coordinator, Graduate
Program in Nursing Administration, New York University

Patricia Benner directs The Carnegie Foundation for the
Advancement of Teaching's Study of Nursing Education and is
professor emerita at the University of California, San Francisco
School of Nursing. She is a nursing educator and author of From
Novice to Expert: Excellence and Power in Nursing Practice and
other notable books on nursing practice and education.

Molly Sutphen is on the faculty at the University of
California, San Francisco and codirector of ?The Carnegie
Foundation's Study of Nursing Education. She is a historian who has
published widely on nursing education and the history of
international health.

Victoria Leonard is a former nurse educator in maternal
child nursing and health policy. Currently, she is a family nurse
practitioner and child care health consultant at the UCSF
California Childcare Health Program.

Lisa Day is a former nurse educator in critical care,
acute care nursing, and ethics. Currently, she is a clinical nurse
specialist for neuroscience and critical care at UCSF Medical
Center. She authors the ethics column for the American Journal
of Critical Care.

Connect with Wiley Publicity

The shortage of well-educated nurses has been part of the nation’s health care conversation, with policy leaders as well as President Obama noting the essential role nurses play in ensuring patient safety. The President called them “the bedrock” of health care. Now, The Carnegie Foundation for the Advancement of Teaching is calling for changes in how we educate nurses, referring both to the current nursing shortage and that nurses are ill-prepared for the profound changes in science, technology and the nature and settings of nursing practice. Informed by the results of three national surveys and extended site visits during a multi-year study, the authors of Educating Nurses: A Call for Radical Transformation recommend essential changes in policy, curriculum and in the way nursing programs approach student learning.

“We believe that the enormous pressures on today’s nursing profession—the chaotic U.S. health care system and the economic forces that drive it, shortage in the ranks of nurses, shortage of nursing educators, multiple pathways to the profession that discourage rather than encourage practicing nurses to complete post licensure degrees—threaten to compromise nurses’ ability to practice state-of-the-art nursing and enact the profession’s core values of care and responsibility,” the authors write.

Among the recommendations are:

that the baccalaureate degree in nursing should be the minimal educational level for entry into practice and that within ten years after graduation that all nurses complete a master’s degree in nursing

that nursing program capacities have to be expanded so that students can complete nursing programs in a reasonable amount of time and that the associate of nursing degree from community colleges be re-evaluated in light of the extended amount of time most student nurses spend in completing these nursing programs

that coursework be tied to what actually happens in patient care rather than in the abstract, helping students make the connection between acquiring and using knowledge, integrating the classroom with clinical practice

that nurses are prepared for the myriad contexts in which they will work, not merely a hospital setting.

“Redesigning nursing education is an urgent societal agenda," the authors write. "The profound changes in nursing practice and health care call for equally profound changes in the education of nurses and the preparation of nurse educators. Unfortunately, the current climate rewards short-term focus and cost-savings over the quality of nursing education and patient care.”

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